This book builds on the idea that pragmatics and philosophy are strictly interconnected and that advances in one area will generate consequential advantages in the other area.
This book critically refines and adds depth to current understandings and practices in EAP (English for Academic Purposes) and EMI (English-Medium Instruction), using empirical research examining the experiences of English language learning and use of undergraduate and postgraduate international students in the UK.
The book illustrates how the human ability to adapt to the environment and interact with it can explain our linguistic representation of the world as constrained by our bodies and sensory perception.
In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure.
This present book discusses issues related to languages, cultures, and discourses by addressing a variety of topics ranging from culture and translation, cognitive and linguistic dimensions of discourse, and the role of language in political discourses and bilingualism.
This book offers a novel framework for describing and understanding student identity via the central concept of "e;genre practices"e;, developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations.
This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it).
This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space.
This volume provides an up-to-date collection of key aspects related to current preschool bilingual education research from a socio-linguistic perspective.
This edited book provides cutting edge contributions from an international array of prominent experts who discuss the relevance of pedagogical stylistics in relation to diverse contexts and areas, including empirical approaches, corpus stylistics, creative writing, literary-linguistic criticism, students as researchers, critical discourse, academic register, text-world pedagogy, cognitive stylistics, classroom discourse, language of literary texts, L1/L2 education, EFL learners, and multimodal stylistics.
This volume presents in-depth studies on leading themes in education policy and intercultural communication in contemporary Asia, covering empirical as well as theoretical approaches, and offering both an in-depth investigation of their implications, and a synthesis of areas where these topics cohere and point to advances in description, analysis and theory, policy and applications.
This volume examines mathematics as a product of the human mind and analyzes the language of "e;pure mathematics"e; from various advanced-level sources.
This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes.
This book empirically explores how different linguistic resources are utilized to achieve appropriate workplace role inhabitance and to achieve work-oriented communicative ends in a variety of workplaces in Japan.
This book contextualizes the field of English for Academic Purposes (EAP), with a particular focus on the professional and academic identity and role of the EAP practitioner.
This book explores the role of place names in the formation and maintenance of individual and group identities in multilingual and multi-ethnic situations.
This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing.
The Stuttering Son: A Literary Study of Boys and Their Fathers examines stuttering, a condition which overwhelmingly affects boys, in terms of the complex relationships a number of male authors have had with their fathers.
This book focuses on case studies of vocabulary strategy use and presents an in-depth account of the vocabulary learning experiences of Chinese students in the UK.
This book considers what is at stake for professionals whose work increasingly involves communicating in linguistically and culturally diverse contexts, and argues for the need to better understand the crucial role of languages and cultures in the modern workplace.
This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy.
This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices.
This book presents an innovative institutional transpositional ethnography that examines the textual trajectory of "e;the life of a calling script"e; from production by corporate management and clients to recontextualization by middle management and finally to application by agents in phone interactions.
This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.
This book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices.
This book theoretically defines and linguistically analyses the popular notion that poetry is 'difficult' - hard to read, hard to understand, hard to engage with.
This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world.
This volume offers empirically grounded perspectives on translanguaging as a locally situated, interactional accomplishment of practical action, and its significance within different domains of social life-school, education, diasporic families and communities, workplaces, urban linguistic landscapes, advertising practices and mental health centres - focusing on case studies from different countries and continents.
This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication.
This book explores the contribution of discursive psychology and discourse analysis to researching the relationship between history and collective memory.
